1 / 34

Learning can be fun for all with Universal Design for Learning

Learning can be fun for all with Universal Design for Learning. Mary Tobin, M.Ed Marilyn Rice, M.Ed. How can you hold 15 hands when you only have 2?. Opening Activity. What is Meant by Universal Design?. Define the concept of Universal Design (UD): Promotes equal access

kamran
Download Presentation

Learning can be fun for all with Universal Design for Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning can be fun for all with Universal Design for Learning Mary Tobin, M.Ed Marilyn Rice, M.Ed Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  2. How can you hold 15 hands when you only have 2? Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  3. Opening Activity Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  4. What is Meant by Universal Design? • Define the concept of Universal Design (UD): • Promotes equal access • Levels the playing field • Designed to increase access and participation Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  5. How does UD benefit you on a daily basis? Consider this….. Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  6. What is Universal Design for Learning? The goal of UDL is not to eliminate challenge, but to reduce extraneous barriers that are not core to the learning goals. Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  7. Our Challenge All children have different learning needs, abilities and preferences Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  8. One size does not fit all Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  9. “We have made the building accessible, but the curriculum inside the building is still unavailable to all students…..” Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  10. UDL and AT Assistive Technology helps students adjusts to the barriers inherent in traditional curriculums. UDL aims to eliminate barriers at the point of curriculum design Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  11. Asking a different question How can an activity address the needs of diverse learners? RATHER THAN How does the activity need to be modified for a particular child? Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  12. How do you learn? Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  13. Learning and the Brain Current Brain research…. • Recognition Networks • Strategic Networks • Affective Networks Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  14. Recognition Networks: • Recognizing • Identifying • Interpreting • Sound, light , taste, smell, and touch Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  15. Strategic Networks • Planning • Executing • Monitoring actions and skills Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  16. Affective Networks: • Engagement • Motivation • Developing preferences • Establishing priorities and interests Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  17. UDL and Learning Theories • Howard Gardner’s Theory of Multiple Intelligences • Reggio Emilia concept of the “hundred languages of children” • Vygotsky’s work on social constructivism • Authentic Assessment

  18. UDL and the Curriculum Create learning opportunities from the outset that provide: • Multiple means of representation • Multiple means of expression • Multiple means of engagement Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  19. Multiple means of Representation Supports one’s ability to acquire information, knowledge, and skills through various and preferred means of access to achieve a targeted outcome Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  20. Multiple Means of Representation Unpacked Complexity of actions, directions, expectations, materials, processes, steps, supports and/or tasks • – Easier to more difficult • – Single to multiple components • – Earlier to later developmental skills • – Familiar to novel • -Supported to independent Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  21. Multiple Means of Representation Unpacked Form • Auditory • Kinesthetic • Tactile • Visual Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  22. Multiple Means of Engagement The use of a variety of activities and means of active learning that allows students to participate in various learning processes geared towards the same outcome Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  23. Multiple Means of Engagement Unpacked • Child/Student choice • Format for instruction • Group size • Type of group Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  24. Multiple Means of Expression Allows students to use variety of methods to express what they know and are able to do in means appropriate for their ability Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  25. Multiple Means of Expression Unpacked • Verbal • Non-verbal Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  26. Curriculum Framework Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  27. Elements of a Curriculum Framework • Assessment • Scope and Sequence • Activities and Instruction • Progress Monitoring Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  28. Assessment • Process of ongoing observations and • documentation of children’s performance • Use is to guide instruction • Produces a clear understanding of all children’s current skills and abilities to ensure access and participation and also to develop appropriate learning opportunities Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  29. Scope and Sequence • •Scope is the breadth and depth of what will be taught/addressed • Also refers to what is taught to all, some, and a few (universal, targeted, intensive) • Sequence is the order in which learning outcomes will be taught/addressed • - Developmental sequences • -Pedagogical sequences • -Logical sequences Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  30. Activities and Instruction For younger children the general curriculum is defined as appropriate activities. Activities therefore are where natural learning opportunities arise as well as instruction on targeted skills and concepts outlined by children’s need, local, state, and federal standards Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  31. Progress Monitoring • Recursive/spiral/feedback loop • Use is for modifying and revising instruction • Produces a clear understanding of the impact of instruction on children’s access, participation, and progress in the general curriculum Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  32. Activities and Instruction • After ensuring a strong foundation: • – Consider two critical aspects of high quality activities and instruction • Targeting meaningful outcomes for all learners • Incorporating the principles of universal design for learning Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  33. Common Outcomes • What all children should learn • Cover all areas of development and learning • Can be sequenced in order to guide instruction • High quality • Observable • Functional • Teachable • Foundation Blocks for 4 year olds are examples of common outcomes Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

  34. Sandbox Series Wiki Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005

More Related